牛津版八年級英語Unit 1 教案
9. make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.
10. ask students to write a rough draft using their notes in part b, daniel’s article as a model and the plan in part d.
11. in pairs, students read, check and correct their partners’ drafts. encourage more able students to comment on their partners’ drafts. go around the class to correct spelling and grammatical mistakes and to suggest improvements in the use of words and structures.
12. ask students to rewrite their articles on a separate sheet of paper. encourage students to add illustrations or photos of their best friends to make their articles more attractive.
13. ask volunteers to read out their articles in class. display the articles in the classroom.
additional exercise
ask more able students to make new sentences replacing daniel’s adjectives with their own adjectives to describe a real or imaginary friend.
game
display only the photos or show only the illustrations on the board. invite volunteers to read their articles or other students’ articles while the rest of the class try to match each description with a photo or an illustration.
check out
objectives
1. to assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.
2. to assess students’ ability to transfer information from graphical presentation into writing.
3. to assess students’ understanding of a range of adjectives and set phrases to describe people’s appearance and personalities
4. to use noun and adjective collocations to describe people’s appearance and personalities
background information
this section encourages students to find out how much they have learned and how well their learning strategies are working. in part a of the checkout section, students have a chance to meet daniel’s best friend kate. in part b, they read a diary entry written by daniel.
teaching procedures
1. tell students that they will be able to check their use of adjectives, comparatives and superlatives in the structures they have learned earlier in the unit by doing part a.
2. ask students to read through the table and complete the conversation. set a time limit.
3. for stronger classes, ask students to correct themselves, or divide the class into pairs. students correct each other’s work and write the score in the ‘paw’.
4. tell students that they need to select the correct adjectives and noun phrases to fit the context of the sentences in the diary entry in part b. set a time limit.